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PubMed Publications| Keyword search (4,164 papers available) |  |
"Recchia H" Authored Publications:
| Title | Authors | PubMed ID | |
|---|---|---|---|
| 1 | Playmates and teachers: reciprocal and complementary interactions between siblings | Howe N; Recchia H; | 16402864 EDUCATION |
| 2 | "Two for flinching": children's and adolescents' narrative accounts of harming their friends and siblings | Recchia H; Wainryb C; Pasupathi M; | 23432540 EDUCATION |
| 3 | Links Between Adolescents' Moral Mindsets and Narratives of their Inconsistent and Consistent Moral Value Experiences | Scirocco A; Recchia H; | 36123582 EDUCATION |
| 4 | Rethinking Responses to Youth Rebellion: Recent Growth and Development of Restorative Practices in Schools | Velez G; Hahn M; Recchia H; Wainryb C; | 32283520 CONCORDIA |
| Title: | "Two for flinching": children's and adolescents' narrative accounts of harming their friends and siblings | ||||
| Authors: | Recchia H, Wainryb C, Pasupathi M | ||||
| Link: | https://pubmed.ncbi.nlm.nih.gov/23432540/ | ||||
| DOI: | 10.1111/cdev.12059 | ||||
| Publication: | Child development | ||||
| Keywords: | |||||
| PMID: | 23432540 | Category: | Date Added: | 2013-02-26 | |
| Dept Affiliation: |
EDUCATION
1 Department of Education, Concordia University, Montreal, QC H3G 1M8, Canada. hrecchia@education.concordia.ca |
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Description: |
This study investigated differences in children's and adolescents' experiences of harming their siblings and friends. Participants (N = 101; 7-, 11-, and 16-year-olds) provided accounts of events when they hurt a younger sibling and a friend. Harm against friends was described as unusual, unforeseeable, and circumstantial. By contrast, harm against siblings was described as typical, ruthless, angry, and provoked, but also elicited more negative moral judgments and more feelings of remorse and regret. Whereas younger children were more self-oriented with siblings and other-oriented with friends, accounts of harm across relationships became somewhat more similar with age. Results provide insight into how these two relationships serve as distinct contexts for sociomoral development. |
